Alexander, Rachel Jayne

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children have opportunities to play freely with a range of objects outdoors. They use their fingers, paintbrushes and mini rakes to make marks in sand. Children fill and empty jugs with water. They pour water into cone shapes and explain that they are making ice creams. Children use their hands to squeeze water from sponges. They make marks with water and chalk on a chalk board. Children bend steadily to pick up footballs and practise their kicking and throwing skills. They combine objects, such as stacking blocks, to make a tower. Children compare the tower to their height and understand that they need to add more bricks to make it 'taller'. They have lots of opportunities to enhance their physical development and make small and large movements. The childminder has high expectations for children's learning and development.

p.2

The provision is good

Children show how they feel happy, safe and secure as they enjoy their play. They behave well and play contentedly alongside each other. Children understand the expectations for behaviour and willingly share resources with their friends when asked.

p.2

The provision is good

Since the COVID-19 pandemic, parents do not enter the childminder's home. The childminder continues to keep this practice in place unless children are new to the provision. She takes steps to continue to keep children and families safe.

p.2

need to do better?

n The childminder talks confidently about what children know and can do. She uses this knowledge to provide a curriculum that enhances children's development and what they will learn next. The childminder knows how to sequence children's play. For example, she is aware that opportunities to explore sand and water will help children's small muscle development for later writing. n The childminder sings and links play to nursery rhymes at every opportunity. She provides a commentary for children which encourages them to repeat her spoken words. However, the childminder does not always allow children time to process questions that she asks of them and respond during interactions. n Children go on trips to the local library. They take part in action songs and use props to support their play. Children choose a book which they take back to the childminder's home and listen to the story. They meet new children and adults

p.2

need to do better?

and develop confidence in social situations. n Children explore how different materials sink and float. They sing rhymes that include numbers. The childminder uses mathematical language, such as tall, big, and high, as children build objects. She helps children to recognise size as she asks, 'Which one is the biggest'? The childminder supports children's early mathematical development well.

p.2

need to do better?

16 June 2022 n The childminder talks with children about different factors that support their overall health and well-being, for example healthy eating and tooth brushing. She explains to them how to travel safely in the local environment. Children learn how to hold hands when crossing the road and not to stroke dogs unless they have the owner's permission to do so. n Children grow fruit and vegetables, such as strawberries, pumpkins and apples. They learn to care for these plants and water them in the garden. This supports children's understanding of the world, nature and where food comes from. n The childminder has good relationships with parents. She keeps them fully informed about their child's learning through discussion and via an online application. The childminder shares ideas for activities that parents can do at home with their children. This helps to support their continuity of learning. Parents write how the childminder was 'understanding and supportive' of their

p.2

need to do better?

anxieties about their child's lack of socialisation due to the pandemic. They explain how she offered many short settling-in sessions for both children and parents to help relieve those fears. n The childminder completes mandatory training and some online courses, such as oral health. However, she has not yet fully considered professional development opportunities to further extend her teaching skills to a consistently high standard. n Children show how they can use their imagination as they pretend to put petrol in their car. They explain how they are going to drive to the shops. The childminder supports children's pretend play as she helps them to extend and elaborate their ideas and thoughts.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of the possible signs and symptoms of abuse. She understands local reporting procedures to keep children safe from harm. The childminder is aware of other safeguarding issues, such as female genital mutilation and forced marriage. She knows the procedure to follow in the event of an allegation against herself or other household members. The childminder completes regular training to keep her knowledge up to date. She has safe procedures in place for the use of mobile phones and cameras. Children play and learn in a safe and secure environment.

p.3

should:

n allow children more time to listen and respond during interactions n build on professional development opportunities to raise the quality of education and teaching to a higher level to benefit all children.

p.3

Setting details

Unique reference number EY430268 Local authority Rotherham Inspection number 10074833 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 3 May 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Mexborough. She operates from 7am to 6pm Monday to Friday all year round, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder completed a learning walk with the inspector and discussed the early years curriculum. n Children approached the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their written views of the childminder with the inspector.

p.4

Inspection activities

16 June 2022 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

16 June 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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